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A case study in reform: implementation strategies of one urban superintendent

A CASE STUDY IN REFORM: IMPLEMENTATION STRATEGIES OF ONE
URBAN SCHOOL SUPERINTENDENT
by
Elizabeth J. Blanco
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Elizabeth J. Blanco

Superintendents are called to increase student performance and meet the high expectations of multiple accountability systems. This study evaluates the reform strategies selected by a Superintendent who was trained and placed by the Urban School Leadership Institute in a large urban public school system.; The purpose of this study was to generate a set of findings that allowed the Urban School Leadership Institute to fundamentally enhance its program for the preparation of urban Superintendents. This case study describes the entry of one Superintendent leading a large urban district in order to discover the ten key reform strategies, the strengths and challenges of the district, elements of the House Model and previous backgrounds/experiences of the Superintendent in relation to improving student achievement. The author applied an analytical case study model and purposeful criterion sampling to conduct an in-depth study of the reform strategies employed by the Superintendent to produce qualitative data in relationship to the Superintendent's actions and student achievement.; The study revealed that job preparation, leadership skills and the district's strengths and challenges significantly influence the choice of the reform strategies selected by new leaders. Strategic planning, building capacity, common vision, a theory of action and a focus on data-driven results lead to improved student achievement.

A CASE STUDY IN REFORM: IMPLEMENTATION STRATEGIES OF ONE
URBAN SCHOOL SUPERINTENDENT
by
Elizabeth J. Blanco
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Elizabeth J. Blanco